Republic of the Philippines

CAPIZ STATE UNIVERSITY

MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

GLAIZA B. HIGO PROF. ROMELY S. ALCORANO

(Reporter) Course Facilitator

Critical Issues and Needs Related to the teaching of Art Education

What is Art Education?

Art education is defined as the involvement in artistic and creative activities, such as dance,
theater, music, painting, or sculpture. It can be part of both the curriculum and extra-curricular
activity.

What is the main Objective of Art Education?

 To assist learners to use artistic and aesthetic sensibility in day-to-day life situation;
enable learners to achieve a balanced growth as a social being in tune with our culture
through project work.

What Are the Benefits of Art Education for Children?

The entertainment value of art education leads some administrators and community members to
overlook the other benefits of the class. Art programs are sometimes scaled back or eliminated
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

when budget cuts are necessary. The enjoyment of art education is only one beneficial aspect for
kids. Skills developed in art education often transfer to other areas of life and school work.
Benefits of Art Education for Children:
 Hand-Eye Coordination
 Creativity
 Concentration
 Self-Expression
 Risk-Taking

1. Hand-Eye Coordination
Art projects often require kids to use their fine motor skills to complete tasks. Holding a narrow
paint brush, cutting with scissors and sculpting clay are a few examples of art activities that use
fine motor skills and hand-eye coordination. By participating in open-ended art projects, the kids
get a chance to practice those skills without being judged on the outcome. The more often they
practice the fine motor skills, the more improved they become. The improved fine motor control
carries over to other situations that require hand-eye coordination and other precise movements.

2. Creativity
Art education is a creative opportunity for kids, according to Abrakadoodle, a national art
education program. Some children may not have access to art supplies or creative activities
at home. By offering art education in the school system, all children get a chance to
stimulate their imaginations, as well as their cognitive and problem-solving skills. After,
they have to think through how they are going to make their imagined creations real. These
problem-solving skills enable them to think creatively in other situations, which can boost
their academic results.

3. Concentration
The enjoyable nature of art projects engages most students. Because they enjoy the artwork,
they are better able to concentrate on the task, sticking with it from beginning to end.
Finishing the project gives the kids a sense of accomplishment, which can be particularly
empowering for kids who have struggled in other areas of school.

4. Self-Expression
Most subjects in the educational system are based on facts, with correct and incorrect
answers. Art education offers a more open approach and celebrates the differences in
finished products. Kids learn that there is more than one way to complete the art project.
They are able to express themselves and their emotions through the artwork. Students also
have the opportunity to interpret other artwork, either from classmates or in famous works
of art.
5. Risk-Taking
The open-ended nature of art education also allows kids to take more risks in their projects.
Because there is flexibility in the outcome, kids don’t feel as much pressure as they create.
They know that the finished product will be accepted even if it doesn’t look exactly like all
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

of the others. This can help kids build a sense of confidence that may carry over to other
areas.

What are the Critical Issues and Needs Related to the teaching of Art
Education?
Critical Issues in teaching of Art Education:
The problems facing the Arts as subjects or disciplines are multidimensional, ranging from the non-
professionalism of Art teachers, the inclusion of lengthy notes and copious dates, government policies, lack
of incentives for the available teachers of Art subjects, lack of appropriate teaching aids, and many others
which include:
1. Unawareness of the relevance of the Arts to society and the curriculum planners.
2. Non-professionalism of Art teachers.
3. The government policy
4. Personality of the student or learner
5. Teaching skills of teachers and lack of appropriate teaching aids

1. Unawareness of the relevance of the Arts to society and the curriculum planners:
Jayeola-Omoyeni (1983), “in 2005” was of the opinion that; “the value of the Arts to
human and community are never conceptualized by the learners before the actual teaching of the
development of the kingdoms”
The above statement suggests that many people, even those in high places and intellectuals
in our society today, are not aware of the important role the Arts as subjects could play in the
process of nation building. Thus, they ascribe derogatory names to Art disciplines and to Art
students
Furthermore, the Arts have suffered from a misconception of its essence and role in society.
This is an indirect consequence of the way and manner in which many practitioners have been
presenting the Art disciplines. To many people in society, the Arts as a field of study are static,
time wasting, and uninterested in contemporary events. Similarly, in national policy on education
all over the world as revealed by research, the arts are grossly marginalized owing to the prominent
importance placed on science and technology. This clearly illustrates the status of the Arts as
endangered academic disciplines.
2. Non-professionalism of Art teachers:
Fadeiye (2004) advocated that “there is no doubt that anyone who wants to become a teacher
must have a good disposition to the teaching profession”. In the same vein, Jayeola-Omoyeni
(2005) postulated that “the best teachers of Art disciplines include male and female indigenes and
expatriates, who teach at all levels of educational institutions from primary to the university. He
must have correct knowledge of Art disciplines, show enthusiasm and zeal to teach them (Art
disciplines)”.
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

Yet unfortunately, many teachers of Art disciplines are birds of passage in the teaching profession.
This is because many of the teachers in the Art disciplines that we have today lack an interest in
the teaching profession and in the Art subjects they teach. Such teachers take the teaching
profession as a hobby and consequently pay less attention to it while they devote much of their
attention to other areas. These sets of teachers without the necessary commitment and interest
usually do not sincerely devote themselves to the teaching profession. They similarly take the
teaching of the Art disciplines with levity.
It is important to note that most of these types of teachers find their way to become part of the
curriculum planners. Consequently, the non-professionalism and inadequate knowledge allured to
lack of commitment and interest which they have initially displayed are also displayed when
planning the school curriculum, especially in secondary schools, and this has seriously damaged
the position of Arts in the curriculum.
3. The government policy:
The attitude of Governments all over the world towards the Arts is encouraging a lack of emphasis
on the Arts due to the fact that their attention and focus is on how to produce goods for export,
build railways, manufacture homemade goods, and how to improve the technological standards of
the country. In the context of such demands, the Arts appear to be regarded as irrelevant. It is clear
that governments all over the world have marginalized Art subjects. In addition, very few periods
are allocated to Art teaching on school timetables. Art lessons or periods are mostly taught in the
afternoon when students are already tired, resulting in students being bored and not active in art
history classes.
In furtherance to the above, governments prefer investing their money into finance seminars,
workshops, conferences and so on, in Science and Technology subjects rather than using the funds
on Art disciplines. They do not promptly organize lectures, symposiums, seminars, and refresher
courses in order to make the subjects more alive and productive.
4. Personality of the student or learner:
The performance and achievements of a student is affected by their personality, that is to say the
general pattern of a person’s way of reasoning, feeling, adjusting and behaving with particular
references to other persons or an environment. It is the projection of ourselves to others.
Personality is a product of heredity and environment.
Farrant (1980) grouped human beings into two personality types: introvert and extrovert. The
extrovert is always reaching out for new connections with people and things as they prefer the
world outside of themselves. They like to be the center of attention and mix well with others. Their
extroversive personality exposes them better in learning which situations to ask and answer
questions, to adjust well and confidentially interact effectively with fellow students and teachers.
On the other hand, the introvert is observed to be concerned with the world within themselves.
Their real feelings are not easily recognized, they hate being the centre of attention because of
their withdrawing personality. In fact, they are drawn inwards with shyness, nervousness and
calmness.
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

Students who are prone to falling into either of these two groups should be very vigilant because
of the nature of Art disciplines. Arts subjects are not like other subjects that involve definitions,
advantages and disadvantages etc. they deal with facts and interpretation.
5. Teaching skills of teachers and lack of appropriate teaching aids:
Although there are some teachers of Art disciplines who possess the necessary qualifications, they
are not necessarily effective in teaching skills because they teach their subjects in an abstract
manner. According to research conducted by various scholars, many teachers of the Art disciplines
engage in the teaching of Art subjects without the usage of necessary and appropriate audio-visual
aids such as maps, charts, models, pictorial illustrations, radios, televisions, tape recorders and
players, films etc., especially in developing countries.
As a result, many students in secondary schools develop a dislike for learning the Arts due to the
abstract manner in which it is taught since proper provision for specific teaching aids is not made
by the curriculum. The Arts as subjects can never be a meaningful component of the school
curriculum if taught without the necessary and suitable teaching aids to overcome this.

Methods of repositioning the teaching and learning of Arts

Scholarly works and findings have proven that there is no single acceptable term or definition of
information and communication technology (I.C.T) (Augustine, 1999). However, I.C.T can still
be described as electronic technologies for collecting, storing, processing and communicating
information. It can be separated into two main categories: those which process information (such
as a computer system), and those which disseminate information (such as a telecommunication
system) (Butter, 2003 and Gunton, 1993).
1. The usage of information and communication technology (I.C.T) to the process of
teaching and learning the Arts.
In the same vein, Ladon et al. (1994) in Augustine (1999), defines I.C.T as “information
technologies and systems which include all the different means, methods and tools that humans
have used throughout history to help manage information, conduct business, communicate with
others and better understand the world”. Therefore, in effort to curb the challenges confronting the
teaching and learning of Arts in the 21st century, it is suggested that curriculum planners should
adequately ensure that they make provisions for the inclusion of information and communication
technology in the teaching and learning of the Art disciplines. The inclusion of I.C.T into the
curriculum will definitely make the teaching and learning of Art subjects less abstract and more
interesting, especially in developing countries.
2. Inclusion of the usage of virtual libraries to the process of teaching and learning the Arts.
Fadeiye (2004) defined a library as “a place (room or building) where people can read books,
journals, periodicals, magazines and other printed matter with a view to collecting information”.
In furtherance, Abimbola (2003) opined that “since the mid-1980, the Art subjects have continued
to record low numbers of enrolment of students”. In line with the above, Oyekanmi (2002)
elucidated upon the relevance of virtual libraries to the teaching and learning of Arts in “Nigeria
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

Journal of Library, Archives and Information Science, (NLAIS, 2003)”. He defined a virtual
library as “a computerized system, which provides multiple access to entire collections of a library
by means of electronic media”. Worthy of mentioning is that a virtual library annexes digital
technology and internet technologies to search, collect, organize, store and distribute information.
A virtual library has the capacity to turn around the fortunes of teaching and learning the Arts in
the 21st century.
3. Presentation and usage of appropriate teaching aids in the process of teaching and learning
the Arts
To curb the challenges hindering the teaching and learning of Arts in the 21st century, the various
concerned professionals on curriculum matters such as curriculum planners, the school
administrators and Art teachers should always be mindful in ensuring the prescription of the
appropriate teaching aids to teach the Art subjects. While the curriculum planners ensure the
prescription of the appropriate teaching aids to be prescribed by the curriculum, the school
administration should strictly supervise and co-ordinate the teachers in making use of the
prescribed teaching aids in teaching the Art subjects. Furthermore, local materials should also be
encouraged in the curriculum as it will greatly help in aiding the teaching and learning process of
Art subjects in the 21st century
It is very important to emphasize here that the prescription by the curriculum and the use of
appropriate and relevant teaching aids will definitely be a good stimulant for generating interest in
learning abstract subjects through an endeavor to include the usage of audiovisual aids in teaching
the Art subjects. The audiovisual aids include: pictures, charts, films, etc. which help students gain
a clear picture or description of what they have learnt. Televisions and computers will also go a
long way in advancing their knowledge; the chalkboard for purpose of clarity and relevant
textbooks which provide relevant, vital and up to date information of current trends and
developments in the Arts subject etc. If all these are incorporated in the teaching and learning
processes of Art subjects, it will definitely curb the challenges militating against the Arts subjects
in the 21st century. Thus, Art teachers should not simply wait until the government provides
teaching aids. They should also source teaching aids available within their locality.
4. The usage of relevant teaching methods in the process of teaching and learning the Art
subjects.
Jayeola Omoyeni (2005), explained that “good methods of teaching can improve the interests and
enthusiasm of students to learn Arts subjects”. In furtherance to the above, he further postulated
that “the usage of relevant and appropriate teaching methods to teach the Art subjects will erase
the fear of students for learning Art subjects and their erroneous perception of the Art subjects as
useless disciplines”. In the same vein, Michael Omolewa (1987) was of the opinion that “no
teacher of Art disciplines that has the time, energy or experience to use all methods of teaching at
a time but whatever the method is to be used, it should depend on general factors like age of the
learners, aptitude of the learners, topic, purpose etc”.
5. Encouraging local writers and motivating teachers of Art subjects.
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No.: (036) 6214-578 loc. 118 or (036) 522-3845
Website: www.capsu.edu.ph Email Address: capsumaincoed@gmail.com

College of Education
Graduate School Program

MAPEH 223 – Current Trends and Issues in Teaching MAPEH

Another way which the challenges hindering the teaching and learning of Art subjects in the 21st
century can be overcome is for governments at all levels, all over the world, to encourage teachers
of Art subjects to write relevant textbooks on Art subjects which will reflect contemporary issues.
These textbooks and materials produced by these authors should then be incorporated into and
prescribed by the curriculum to be used in schools at all levels. Furthermore, since it is clear that
there is a scarcity of professionally trained Art teachers, there is an urgent need to intensify the
training and retaining of Art teachers. Thus, Art teachers should be encouraged to attend
workshops, seminars, conferences etc. so that they can be integrated into the changing conditions
of the 21st century. This will adequately enhance Art teachers in the ability to give students the
right information and guidance, thereby making Art subjects interesting in schools.

Conclusion
As vividly shown in the analysis above, it has been discovered that there are many challenges
bedeviling the process of teaching and learning the Arts in the 21st century. It has been explained
why the relevance of Art subjects has been undermined, which has also accounted for the loss of
student’s interest in the Art disciplines. It can be concluded that if the challenges facing the
teaching and learning processes of the Arts in the 21st century were to be overcome, the relevance
of the Art disciplines will become better recognized, and its rightful place will be accorded in the
educational curriculum all over the world.
Recommendations
If the challenges facing the teaching and learning processes of the Arts are to be overcome, the
following recommendations should be observed and adopted:
• Art teachers should avoid the teaching of Art subjects in an abstract manner. They should
ensure the use of appropriate teaching aids.
• Governments at all levels all over the world should encourage the teaching and learning of
Art subjects by providing adequate funding and equipment which will benefit Arts
education just as how Science and technology is encouraged.
• Art teachers should not embrace the excuse of a lack of funding from the government or
any education authorities in failing to make simple and useful teaching aids. They should
improvise and experiment with whatever simple teaching aids they themselves can make
use of in their lessons.
• Art teachers, especially in developing countries, should ensure the usage of and maximize
the advantages of information and communication technologies (I.C.T), visual libraries and
internet facilities in communicating relevant information in the teaching and learning
processes. Art teachers should always attend conferences, seminars etc. so that they can be
integrated into the changing conditions of today’s Generation.